Supporting Parents/Caregivers of Students with High Needs During the COVID-19 Pandemic Resource Guide & Webinar Series
The Bureau of Special Education is excited to share with you some Professional Support Series webinars and resources, which can be found on the CSDE Professional Support Series for Families webpage and CSDE Professional Support Series for Districts webpage (in the Guidance on Special Education section).
Overview and Getting Started Section
The CT State Department of Education, the RESC Alliance, the Connecticut Parent Advocacy Center (CPAC), and the CT Association of Private Special Education Facilities (CAPSEF) are collaborating to provide guidance, tools, and resources for parents and caregivers of students with high needs during the COVID-19 pandemic. During this recorded session, we will provide families and educators with overview of a new resource designed for parents/caregivers to support your efforts to engage your child/young adult in continued educational opportunities in the home environment.
Presenters: Colleen Hayles, Education Consultant, CSDE; Alycia M. Trakas, Education Consultant, CSDE; Deborah Richards, Director of Student Services, CREC; Nicole Natale, Senior Education Specialist, CREC
Watch the video
Future Webinar Series Sections include:
- Life-Skills and Self-Help Skills;
- Communication Skills;
- Science, Social Studies, and Current Events;
- Physical Activity and Mobility;
- Sensory Activities; and
- Play and Leisure.
On Friday, April 24, 2020, Bryan Klimkiewicz, Special Education Division Director, issued a memorandum to Connecticut Superintendents of Schools and Directors of Special Education and Pupil Services. This important document was update #1 to the March 24, 2020, memorandum titled, Continued Educational Opportunities and Special Education During the COVID-19 Pandemic.
Please review Continued Educational Opportunities and Special Education During the COVID-19 Pandemic – Update #1 at https://portal.ct.gov/-/media/SDE/Digest/2019-20/2020424-Special-Education-Guidance.pdf?la=en .
The CT Pyramid Partnership is now accepting applications for pre-school programs to participate in Cohort 2 of Pyramid Implementation.
For more information on the model check out challengingbehavior.cbcs.usf.edu.
For an application informational flyer please see the OEC and the Connecticut Pyramid Partnership pre-school program application flyer.
Registration is now open for the UCONN PreK-3 Leadership Program for the 20-21 school year. Registration information can be found at https://pk3leadership.uconn.edu/registration/ .
If you are interested in the program, early registration is recommended as spaces in the program are limited.
For additional information contact Karen List, Program Director at firstname.lastname@example.org
The American School for the Deaf and Soundbridge invite you to attend a discussion and workshop on December 13th related to the required emergency communication plan that includes procedures for alerting the deaf/hard of hearing and deaf/blind child of an emergency situation and ensuring that the specific needs of the child are met during the emergency situation.
NEW: Effective July 1, 2019, Section 3 of Public Act 19-184 extends the LCP requirement to deaf or hard of hearing or deaf/blind students who have 504 Plans as well as IEP’s. The amended legislation also requires that the LCP include an Emergency Communication plan with outlines procedures for alerting the student to emergency situations as well as other specific needs of the student during the course of the emergency.
The LCP is a required document to be completed during planning and placement team (PPT) or 504 Plan meetings while engaging in meaningful discussion to address the special language and communication considerations for students who are deaf, hard of hearing, or deaf/blind in compliance with federal and state requirements. The LCP must be used to develop or revise the IEP or 504 Plan at least annually or as needed during PPT or 504 Plan meetings.
A revised LCP is posted on the CSDE website that includes the emergency communication plan requirement to address the procedures and specific needs of the student during the course of an emergency. Any child with an identified hearing loss, regardless of whether deafness or hard of hearing is the primary disability category, MUST have an LCP that documents the considerations and/or actions discussed and identified by the child’s PPT or 504 team.
Effective July 1, 2019, the LCP must address:
- The primary language or mode of communication chosen for the child;
- Opportunities for direct communication with peers and professional personnel in the primary language or mode of communication for the child;
- Educational options available to the child;
- The qualifications of teachers and other professional personnel administering the child’s LCP including the teachers’ or professionals’ proficiency in the primary language or other mode of communication for the child;
- The accessibility of academic instruction, school services, and extra – curricular activities for the child; and communication and accommodations in the physical environment for the child; and
- NEW: An emergency communication plan.
The Bureau of Special Education, together with SERC, are offering the following SLD/Dyslexia FREE online courses and archived webinars, which are now available for immediate access.
To learn more about these sessions and/or for information on how to register, please visit 2019-2020 CSDE SERC SLD-Dyslexia Free Online Modules and Courses
The Bureau of Special Education, together with the RESC Alliance, is offering several sessions for Charting the LifeCourse, a universally-designed person-centered planning framework, to assist individuals and families of all abilities and ages to develop a vision of a good life.
To learn more about these sessions and/or for information on how to register, please visit LifeCourse Planning Tools 19-20 Registration Flyer updated 11.8.2019.
This community of practice will bring together Connecticut school occupational therapy practitioners to focus on best practices in a workload approach. Through collective critical inquiry and reflection participants will learn, pool knowledge, and share resources. Please visit Corrected CT OT CoP Flyer_ for more details and registration information.
Register now to connect with other SLPs and build your capacity to effectively support students receiving school- based speech and language services. Certificates of attendance will be provided to participants. Please visit Speech and Language Community of Practice 2019-2020 Flyer for registration information for each RESC region.
We are excited to announce that the Connecticut State Department of Education (CSDE), Bureau of Special Education (BSE) Secondary Transition – Planning from School to Adult Life web page has been redesigned and is available at: https://portal.ct.gov/SDE/Special-Education/Secondary-Transition.
This page is comprised of eight sections:
- The Main page describes an overview of transition services, including the secondary transition planning process, as well as information and links for secondary transition professional learning opportunities.
- The Documents/Forms page contains CSDE secondary transition documents/forms in the following areas: Secondary Transition Planning, Transition Assessments, Post-School Outcome Goal Statements (PSOGS) & Annual IEP Transition Goals and Objectives, Self-Advocacy and Self-Determination, Student Success Plans (SSPs), and Summary of Performance (SOP/ED635).
- The Related Resources page contains additional resources related to secondary transition including information from other state agencies.
- The Resources for Students and Families page contains secondary transition resources for students and families.
- The Easing Into Secondary Transition: A Comprehensive Guide to Resources and Services in Connecticut page was developed as a result of a collaborative effort between the Connecticut State Department of Education (CSDE), the Department of Aging and Disability Services (ADS), the Department of Mental Health and Addiction Services (DMHAS), the Department of Developmental Disabilities (DDS), the Regional Educational Service Centers (RESCs), the State Education Resource Center (SERC), and the Connecticut Parent Advocacy Center (CPAC). The guide may be used as a resource for educators, students, and families throughout Connecticut to identify secondary transition resources and services.
- The IDEA Part B Indicators: 1, 2, 13, and 14 page contains resources and tools related to IDEA Part B Indicators 1: Graduation, 2: Dropout, 13: Secondary Transition, and 14: Post-School Outcomes and Post-School Outcome Survey (PSOS).
- The Laws/Regulations page contains federal and state laws and regulations related to secondary transition.
- The CT Transition Programs page contains a link to a listing of CT Transition Programs (18-21).
We hope you will utilize this valuable tool as you navigate through the secondary transition planning process.
Questions can be directed to Alycia M. Trakas by phone at (860) 713-6932 or by e-mail at Alycia.Trakas@ct.gov.